| Título: | What we tell them is not what they hear: the importance of appropriate and effective communication to sustain parental engagement at transition points. |
| Autores: |
John D. Davies John Ryan Jane Tarr |
| Fecha: | 2011-11-25 |
| Publicador: | International journal about parents in education |
| Fuente: |
 |
| Tipo: |
Peer-reviewed Article |
| Tema: | Home/school communication - barriers and facilitators; primary/secondary transition; parental engagement |
| Descripción: | This paper examines the way that parents perceive and react to the way schools communicate with them. Particular focus was placed on parents who could be identified as moderately marginalised and despite ready engagement with their children’s primary education, were likely to disengage at the transition stage. The research found that parents are often alienated as a result of poor communication – significantly, at the stage of transition from primary to secondary. Specifically, the research revealed tensions resulting from misinterpretation of well-intentioned strategies to communicate in various ways. Parents drew attention to a range of communication barriers that to closer collaboration and engagement with the school, highlighting factors such as: the formal and dictatorial language and tone of newsletter; difficulty in communicating with members of staff; absence of a named person to contact when concerns were experienced; communication that appears to be one-directional; lack of prompt responses; administrators acting as gatekeepers; inconvenient timing of school meeting and parents’ evenings; parents felt that the school viewed parents’ evenings (and other related activities) as more focused on the needs of the school as opposed to the needs of the parents or their children. Others found them to be intimidating and/or not ‘family-friendly’. |
| Idioma: | Inglés |
1 What does education mean for us and how do we get involved? Parents’ accounts in a Mexican rural community. por Maria Cristina Azaola; University of Bristol, Bristol, UK | 6 Types of parents and school strategies aimed at the creation of effective partnerships. por Friederik Smit; Radboud University, Nijmegen, the Netherlands,Geert Driessen; Radboud University, Nijmegen, the Netherlands,Roderick Sluiter; Radboud University, Nijmegen, the Netherlands,Peter Sleegers; Radboud University, Nijmegen, the Netherlands |
2 Building trust in elementary schools: the impact of home school community collaboration. por Esther Ho Sui Chu | 7 Teachers’ and community stakeholders’ perceptions about school – community relations in Cyprus. por George Anaxagorou; Cyprus College, Nicosia,Cyprus |
3 Crossing home – school border as rites de passage. por Maria Mendel | 8 Parental involvement: beyond demographics. por Stelios N. Georgiou; University of Cyprus, Nicosia, Cyprus |
4 Assessing parents’ satisfaction with their parental role for a more effective partnerships between families and schools. por Raquel-Amaya Martinez-Gonzalez; University of Oviedo, Oviedo, Spain,Beatriz Rodríguez-Ruiz; University of La Laguna, Tenerife, Spain | 9 Promoting closer ties and cooperation between the school, the family and the community in the framework of intercultural education. por Pavlina Hadjitheodoulou-Loizidou; Cyprus Pedagogical Institute, Latsia, Cyprus,Loizos Symeou; Department of Education Sciences, European University, Cyprus |
5 Challenging parents, teacher occupational stress and health in Dutch primary schools. por Bette Prakke; University of Professional Education, Utrecht, The Netherlands,Arie Van Peet; University of Professional Education, Utrecht, The Netherlands,Kees Van der Wolf; Universiteit van Amsterdam, The Netherlands | 10 School, family and the community in cooperation: the model of syneducation. por Iro Mylonakou; University of Athens, Athens, Greece,Ioannis Kekes; University of Athens, Athens, Greece |